The Ethics of Sex Education:

1. The Ethics of Sex Education: Beyond “to teach or not to teach” to... “how much and when?” By: Kimberly Albert Kelly Blair Heidi-Marie Clemens Lara Cole Lori Decker EDU 6085 Moral Issues in Education, Prof. Keuss, Winter 2012

2. The History of Sex Education(and the beginning of a long-standing debate) • The idea that schools share the responsibility for educating students about sex is relatively modern. • Prior to the 20th century an adolescent's sex education was a haphazard agglomeration of parent teaching, observations of animal behavior, and school yard "mythology".  Girls were expected to abstain until marriage, and contrary expectations for boys meant that may visit a brothel for their initiation into manhood. • In the 1830's, reformers and ministers began to publish pamphlets designed to educate and urge young men leaving home for a job to abstain.  These materials seldom addressed young women, as most believed that young girls would remain under the protection of their parents or husbands.

3. The History of Sex Education (cont'd) • The formal movement for Sex Education started to resemble what we know today in the early 1900's, as rapid urbanization took hold. • Dense populations of immigrants and migrants in urban areas contributed to the alarming growth of diseases such as syphilis and gonorrhea in women and men. • Many native-born Americans considered city life immoral as evidenced by prostitution and the spread of the disease and attributed to this moral decay to the lack of the "ennobling influences" of life on the farm. • The American Social Hygiene Association (formed in 1914) proposed the first program in Sex Education for high school aged youth. 

4. The History of Sex Education (cont'd) • Although proponents of Sex Education tried to utilize churches, parents, and public lectures as vehicles to spread their message, they quickly settled on schools as compulsory education laws pressed young people into schools, and kept them their longer. • Although the themes of early programs differed from today's standards (squelch curiosity about sex and instil the fear of contracting syphilis from males) these efforts laid the underpinnings for our current debates. (Encyclopedia of Children and Childhood in History and Society)

5. Our initial focus: To teach or not to teach: should sex education be included in the school curriculum? • As we wrestled with this question, it became clear that the debate is a bit more complicated than we had originally defined it. • The "To teach or not to teach" debate is still present, but another, more contemporary question has evolved: If we teach, how much, and when? "The introduction of sex education in the classroom was originally met with substantial controversy, but today the debate no longer is about whether sex education should be taught but rather what content should be taught."  (Miller and Weiser, 2010)

6. Why is Sex Education an Ethical and Controversial Issue? • The heart of the controversy stems from differences in what people perceive as "right" and "good".  Economic status, cultural differences, and religion are just some of the factors contributing toward the ongoing, heated debates on this topic. • Another feature contributing toward our longstanding and passionate feelings on this topic is our stake in the debate.   Humans are sexual beings, and it follows that we all have an inherent interest in the outcome of these arguments.  Our values and behavior are influenced by the norms of those around us.

7. Arguments for"Comprehensive" Sex Education • Advocates for Comprehensive Sex Education acknowledge that teen pregnancy is on the rise, and many blame "abstinence only" approaches.   "A January 26 report by the Guttmacher Institute, which produces sexual and reproductive health resources, found that the national rate of teen pregnancy is on the rise, with some experts claiming that the Bush-era emphasis on abstinence education is to blame." (District Administration, 2010) • The most recent Guttmacher report claims that teen pregnancies are on the decline, largely due to wider & correct use of contraceptives: "Strong evidence suggests that comprehensive approaches to sex education help young people both to withstand the pressures to have sex too soon and to have healthy, responsible and mutually protective relationships when they do become sexually active.” (Guttmacher Institute, 2012)

8. Arguments for "Comprehensive" Sex Education (cont'd) • Research overwhelmingly indicates that abstinence-only education is ineffective in preventing teen pregnancy, reducing STD transmission rates, and delaying initiation of sexual intercourse (Miller and Weiser, 2010). • Many believe that "abstinence only" programs include information that is intentionally in accurate in order to influence or frighten young people.  In 2004, US Congressman Waxman called for an extensive evaluation of the content included in abstinence only programs: "The Waxman Report, as it is commonly known, concluded that 80% of abstinence only programs contained false information about contraception, abortion and risks of sexual activity, blurred the boundaries between religion and science, promoted gender stereotypes, and contained a number of general science errors." (Miller and Weiser, 2010)

9. Arguments for "Comprehensive" Sex Education (cont'd) • Supporters assert that young people need to be fully informed as to all aspects of human sexuality (including the benefits of abstinence) in order to make informed choices. • Many argue that most young people will engage in sexual activity before marriage regardless of sex education and that programs must include information on contraception and disease prevention to address this reality. • Some believe that "abstinence only" approaches encourage risky behavior because adolescent opinions about abstinence (either for or against) are not predictive of their actual behavior (Miller and Weiser, 2010).

10. Arguments for "Comprehensive" Sex Education (cont'd) • Many argue that there is wide spread support for comprehensive programs as evidence by large scale surveys including a study by the Kaiser Family Foundation in 2004 (Miller and Weiser, 2010).  • Although critics argue that comprehensive programs encourage sexual activity, the World Health Organization examined a number of sex education programs around the world and determined that there is no evidence to support this belief (Masland, 2012).  "A November 2007 report found that “two-thirds of the 48 comprehensive programs that supported both abstinence and the use of condoms and contra- ceptives for sexually active teens had positive behavioral effects.” Many either delayed or reduced sexual activity, reduced the number of sexual partners, or increased the use of condoms or other contraceptives." (Guttmacher Institute, 2012)

11. Arguments for "Abstinence Only" Sex Education • Supporters argue that "Abstinence Only" approaches can help to delay teen sex and cite a study included in the February 2010 issue of Archives of Pediatrics and Adolescent Medicine which suggested that this approach can curb teenage sexual activity over the long term (District Administration, 2010). • Less sexual activity means less pregnancy and less sexually transmitted infections.  Abstinence-only programs foster a belief in postponing sex and therefore eliminate all the risks associated with it (pregnancy, STI's, etc.) "Teens are waiting longer to have sex than they did in the recent past. In 2006–2008, some 11% of never-married females aged 15–19 and 14% of never- married males that age had had sex before age 15, compared with 19% and 21%, respectively, in 1995."  (Guttmacher Institute, 2012)

12. Arguments for "Abstinence Only" Sex Education (cont'd) • Many believe that schools have no role with respect to teaching young people about sex and despite the prevalence of "opt out" policies utilized by schools, the provision of sex education to any degree is inappropriate and infringes upon parental rights and responsibilities.  • Many argue that instruction in contraception leads to increased sexual activity in young people.   • Many believe that comprehensive approaches are fatally flawed in that they offer young people more information about risky behaviors that they should simply be taught to avoid (Masland, 2012).

13. Arguments for "Abstinence Only" Sex Education (cont'd) • There is evidence that abstinence-only programs that are tailored to the local community's moral values can delay sexual behavior: "Although there is no evidence indicating that federally-funded abstinence-only-until-marriage education is effective, a recent randomized controlled trial found that in specific cases, abstinence-only education programs that are specifically tailored to the local community and do not criticize contraceptives nor advocate abstinence until marriage can be effective in delaying sexual debut among younger teens." (Guttmacher Institute, 2012)

14. Local Context:  Where are we in Washington State? RCW 28A.300.475  Medically accurate sexual health education- curricula-participation excused- parental review.  (1)By September 1, 2008, every public school that offers sexual health education must assure that sexual health education is medically and scientifically accurate, age-appropriate, appropriate for students regardless of gender, race, disability status, or sexual orientation, and includes information about abstinence and other methods of preventing unintended pregnancy and sexually transmitted diseases.  All sexual health information, instruction, and materials must be medically and scientifically accurate.  Abstinence may not be taught to the exclusion of other materials and instruction on contraceptives and disease prevention.  A school may choose to use separate, outside speakers or prepared curriculum to teach different content areas or units within the comprehensive sexual health program as long as all the speakers, curriculum, and materials are in compliance with this section.  Sexual health education must be consistent with the January 2005 guidelines for sexual health information and disease prevention developed by the department of health and the office of the superintendent of public instruction.(Note:  this is commonly referred to as "The Healthy Youth Act")

15. So...what does this mean? • Public school districts in Washington State must offer a Comprehensive Sex Education Program. • While school districts may select the materials they use to deliver a comprehensive program, they must adhere to the requirements of this RCW and may not supplant the requirements listed in the law with an "Abstinence Only" program. • The RCW also requires that school districts provide a means for parents to review materials and "opt-out" of the instruction if they choose to do so.  • Note that this RCW does not apply in private secular or non-secular schools.

16. Examples from local schools and districts

17. Seattle Public Schools   • Currently, most of the Seattle Public School District uses the Family Life and Sexual Health Curricula (F.L.A.S.H) that was developed by the Public Health Department of King County.     • The Seattle Public School District has 91 total schools serving over 47,000 students.    • According to the Seattle Public Schools Professional Development Plan for 2010-2011, F.L.A.S.H. training is part of the required professional development continuum for 5th, 7th, 8th and 9th grade teachers. (http://professional-development.district.seattleschools.org/modules/locker/files/get_group_file.phtml?fid=9994402&gid=2213995&sessionid=)

18. Seattle Public Schools  Case study: Loyal Heights Elementary • Two 5th grade elementary teachers have been using the FLASH program for over 10 years.  Both teachers have been formally trained and think highly of the program. One teacher shared the following comments: “We teach FLASH in the spring and give parents several weeks notice and a chance to view the curriculum and to opt out. I have been formally trained. I think it is a wonderful program and appropriate for their age level. It deals a lot with self-esteem and the changes you go through during puberty. We do learn about the reproductive system in a factual way but in no way do I share my personal beliefs or values. My class and I had the best time last year with some really great discussions. I find that students at ages 10 and 11 already have a lot of misconceptions and will ask questions in the “anonymous box” that they would never ask their parents.”

19. Seattle Public Schools  Case study: Loyal Heights Elementary (cont'd) • Another teacher said that he especially appreciates the beginning lessons of the 4/5/6 curriculum.   • These important and introductory lessons discuss family, self-esteem, gender roles, friendship and decision making.  • The teacher felt that a strong foundation and understanding of these topics are essential for a successful sex education program.   http://www.kingcounty.gov/healthservices/health/personal/famplan/educators/flash.aspx

20. Seattle Public Schools  Case study: Ballard High School •  Ballard High School offers sex education materials to students through their teen health center and health class curriculum.   • The teen health center is funded through the family and education levy and staffed by Swedish hospital employees.  The center offers Ballard students primary care, mental health services and health education.   • As part of the primary care, students have access to birth control, STD screenings for both sexes and emergency contraception.   • According to state law, teens can be seen for confidential family planning services (at any age), STD testing (14 and older) without parental knowledge or consent.  

21. Seattle Public Schools  Case study: Ballard High School (cont'd) •  Health classes at Ballard High School include a one month unit on sex education.  Topics covered include: sexual development, fertility and infertility, pregnancy/birth/unplanned pregnancy, contraception, HIV disease, AIDS and STDs, abstinence, attitude, activism and lifelong sexuality.  Families are sent a letter explaining the upcoming unit, with an opt-out waiver to sign if they do not want their child to participate.   • In 2010, the mother of a Ballard High School student complained that the health center on campus helped facilitate her 15 yr old daughter's abortion during school hours.    • The mother claims her daughter took a pregnancy test at school at the teen health center, was given a pass, put in a taxi and sent off to have an abortion during school hours all without her family knowing.

22. Seattle Public Schools  Case study: Ballard High School (cont'd) • The Seattle School District says it doesn't run the health clinics at high schools. Swedish Medical Center runs the clinic at Ballard High and protects the students' privacy. T.J. Cosgrove of the King County Health Department, which administers the school-based programs for the health department, says it's always best if parents are involved in their children's health care, but don't always have a say. "At any age in the state of Washington, an individual can consent to a termination of pregnancy," he said.  The mother said not only didn't she have a say in her daughter's abortion, but also didn't know about it "Makes me feel like my rights were completely stripped away," she said. http://www.komonews.com/news/88971742.html#idc-cover

23. Seattle Public Schools  Case study: Ballard High School (cont'd) • One Ballard High School health teacher explains that they use their text books for most of the information in the course.  The text book, Glencoe Health, is 11 years old.  • They occasionally supplement with material from King County’s FLASH curriculum, but the material that they have is also really out of date.    • All teachers using the FLASH curriculum must attend an initial training, but after that, they are optional.  Therefore, she hadn’t been in years.   • Ballard Health teachers receive most of their curriculum “instructions” from Lisa Love, the Supervisor of the Student Health Outreach Program.  • Perhaps what speaks loudest of the sex education program at Ballard High School is this youtube video created by Ballard students:http://www.youtube.com/watch?v=75rGMUYPurk

24. Case Study: Issaquah School District: Fifth Grades Issaquah school district teaches the FLASH (Family Life and Sexual Health) curricula as designed by King County Dept. of Public HealthIn fifth grade the focus is anatomy and physiology.They focus on an "Abstinence first" approach, and include an overview of methods of disease prevention. The program also discusses the factors that impact sexual violence, primarily relationships, and community society.This curriculum is based largely on the Social Learning Theory

25. Case Study: Issaquah School District:Fifth Grades (cont'd) • Bandura's Social Learning Theory: • People learn through observation • He also believed that by gaining intrinsic rewards, like pride, students can link learning  • But learning does not always lead to changes in behavior. • Is FLASH effective? The FLASH program has never been scientifically evaluated with large random samples due to cost.King County describes it as "promising" rather than "proven."  • Vashon Island and Federal Way School Districts did evaluate the 4/5/6 FLASH program in the early 1990s. They found it did increase knowledge and helped students decrease their fear over changes within their own bodies. 

26. Case Study: Issaquah School District: A 5th grade teacher's perspective • Issaquah School District Fifth Grade Teacher Jessica Daley has been teaching FLASH for 13 years • She has only had three families opt out of the program after previewing the materials - all for religious reasons. •  Her perspective on the program is abstinence first and then making good decisions to avoid the spread of disease • There is no focus on birth control as students would not be ready for this topic

27. Case Study: Issaquah School District: A 5th grade teacher's perspective (cont'd) • Anatomy and physiology are a big part of the program, especially as so many girls are developing at an earlier rate now "I describe the curriculum as tame," says Daley. "Many of the students come to school having had these discussions at home already." • When asked about teacher delivery of the material, Daley inferred that each teacher can affect how conservative or liberal the curriculum is delivered. • Students do write down questions beforehand, and she does not answer them all. Some teachers allow more lengthy discussions she has observed.

28. Case Study: Issaquah School District:Teacher Training • A 2000 study (Landry, Singh, Darroch) showed there is a gap between what is taught and what should be taught. Forty percent of  fifth and six grade teachers report needing more training.  • Daley reports there is a one day training in Issaquah and beyond that teachers are on their own to work with colleagues

29. Case Study: Issaquah School District: Moral Implications • Under the first amendment, there should be neutrality in education with regards to morality and religion. • Nord and Haynes state, "Teachers can and should...model the core values and character traits widely agreed to in the community." • Issaquah is a very conservative community, placing heavy emphasis on abstinence first. • Daley states there is not a heavy emphasis on values within the fifth grade curriculum; it is more scientific.

30. Case Study: Monroe School District & A District Level Perspective • Our story begins with a headline from a local newspaper, "Health class lesson comes under fire from parents" written by Miranda Bryant, which was believed to have been published in 1992. • Bryant's article described a lesson on human anatomy which was part of a series delivered to ninth grade students at Monroe High School by a representative from Planned Parenthood. • Students were required to build a individual clay pieces of the male/female reproductive systems, which were then assembled in front of the class.  When students refused to model the penis, the Planned Parenthood representative completed the task.

31. Case Study: Monroe School District & A District Level Perspective (cont'd) • Superintendent Bill Prenevost stated that the activity was not approved prior to its implementation and that when administrators learned of it, it was stopped. • Many parents (and some students) found the lesson to be offensive and objected to the district's utilization of an individual from Planned Parenthood. • Acknowledging their breach of the community's trust, the district invited community members to participate in a "Community Health Team" which would undertake the task of reviewing and revising the district's K-12 health curriculum (B. Prenevost, personal Communication, March 20, 1992)

32. Case Study: Monroe School District & A District Level Perspective (cont'd) • As part of their ongoing work, the committee found it necessary to develop "community norms" by which it could measure the appropriateness of existing or proposed materials and respond to student questions on controversial topics.   • The norms (and guidelines) begin with the following:   "Monroe School District is committed to delivering a comprehensive health curriculum that will empower students to live healthy lives as they learn to make responsible personal and social decisions.  We believe that positive health behaviors will optimize physical, mental, emotional, and social growth maximizing student's ability to learn." (Board Policy 4280 which references the norms is available at http://www.monroe.wednet.edu/PAGES/policies.html?pnl=1_4)

33. Case Study: Monroe School District & A District Level Perspective (cont'd) • The district has since developed a comprehensive process for the review and adoption of all curricula and materials and utilizes this process for any requests to review and/or adopt new materials.  The community norms continue to assist committee members as they review materials and teachers as they address questions on controversial or sensitive subject matter.

34. Lake Washington School District (LWSD) • LWSD provides Sex Education for students which includes an emphasis on abstinence.  • The education begins early! • K-1st grade curriculum focuses on parts of the body and personal safety. • 2nd-3rd curriculum focuses on human growth & development. • 4th-6th grade curriculum focuses on puberty & sexual reproduction. • 8th-12th grade curriculum focuses on HIV/AIDS, pregnancy, condoms, etc...        

35. LWSD (cont'd.) • The curriculum used by the LWSD follows the legal mandate of the Healthy Youth Act and was initially made public to gain the feedback of the community before its implementation. • LWSD now uses the following curriculum with its students: • The Great Body Shop- a comprehensive health and substance abuse prevention program. • F.L.A.S.H.- a comprehensive sex education program addressing: physical development, promotion of sexual health, prevention of disease, affection, interpersonal relationships, body image, and gender roles.  • (Find out more about these programs by clicking the links above)

36. Case Study: Northwest School(private, secular secondary school) School motto: "Courtesy and Common Sense" • Sex Ed curriculum integrated into larger Health Unit • Only FOUR DAYS of curriculum! • Day 1: Definitions (getting familiar and comfortable with sexual words and terms) • Day 2: Anatomy of male and female sexual organs (quiz/game between genders) • Day 3: Guest Speaker from private health organization • Day 4: Peer Mentors (safe sex demo, Q & A session) • Goals:  • Get students comfortable and familiar with important sexual terms and definitions • Keep it informative but fun & non-threatening (M. Mullen, personal communication, February 16, 2012)

37. Case Study: Northwest School (cont'd) • Goals cont'd: • Provide professional perspective on birth control • Allow students to learn from older peers • Parents are informed on "Curriculm Night" that students will be discussing sexual terms, processes and prevention • During Sex Ed portion of Health, one thing students must do is have their parents sign the Sex Ed pamphlet (as acknowledgment of the most minimal exchange of communication about this course material) • Throughout every class, address & emphasis on "what are legitimate and available resources to answer your sex questions" • In the 10+ years that the health teacher has been there, NO parent has ever had their child opt out of these classes  (M. Mullen, personal communication, February 16, 2012)

38. Case Study: Northwest School (cont'd) Summary of Northwest School's stance: • The message this curriculum sends with comprehensive sex education is very similar to "abstinence only," but the faculty want students to be protected and safe when they pursue it. • They discuss the different status and opportunities afforded to women in terms of sexual freedom, birth rights and consent (this faculty called it the "oppression of women") • This curriculum stands somewhere in the middle of the spectrum of sexual education, which the teaching faculty member thinks is in line with popular thought: there are very few people saying that women should NEVER have an abortion and there are few people saying women should ALWAYS have abortions (M. Mullen, personal communication, February 16, 2012)

39. Case Study: Holy Names Academy(private, Catholic secondary school) • Holy Names promotes an "Abstinence Only" curriculum.  As one teacher explains, "We have a health curriculum that absolutely promotes abstinence and is in accordance with the teachings of the Catholic church."  (M. MacIntyre, personal communication, 28 Feb. 2012) • The curriculum includes content on safe and healthy choices. • Sex ed is its own unit, which falls under physical health and reproductive anatomy aspects of the class. • Occasionally a nurse comes to speak to the class. • Peer mentors are not involved. 

40. Case Study: Holy Names Academy: Moral Implications • Guided by the Catholic faith, the school clearly follows the tenants of Catholic morals.  In the case of sex, one is not supposed to engage in intercourse until one is married.  Therefore an "Abstinence only" program is the only program this school can (and may) teach. •  The fact that Holy Names emphasizes "safe and healthy choices" is evidence that the school and community culture highly values safe and healthy living.  In this light, the program offers a "comprehensive" approach in the alternatives to sex that they discuss.  Not your standard comprehensive curriculum, but a method to get students to think creatively, productively and safely.

41. Case Study: University Preparatory School(private, secular secondary school) • UPrep is guided by a "Comprehensive" sex education program.  Abstinence is part of the discussion, but teachers touch on different types of contraception. • Sex Ed is part of a semester-long Health class taught to 9th graders.  The 9th grade Health "Sex Ed/Relationships" unit lasts about 2 weeks.   • 7th graders cover a few shorter units on similar themes (drugs/alcohol, nutrition, and sex education). These are each a week long. • Health teachers occasionally have guest speakers for other topics, but not for sex ed.  Peer mentors are not used.

42. Case Study: University Preparatory School: Moral Implications • Similar to Northwest School, UPrep sends the message with their comprehensive sex ed curriculum that they want their students to be prepared with as many methods and ideas as possible when they begin to encounter sex. • What is unique about UPrep is their focus on relationships - this emphasis on developing respectful, trusting, and caring relationships builds a great base for first and all future sexual or romantic relationships.  Qualities, behaviors and attitudes discussed in this class likely can transfer to any healthy relationship as well. • Introducing sex ed in 7th grade and then spending concerted time in 9th grade further demonstrates this school's commitment to making sex ed a significant part of their students overall education.

43. Suggestions for negotiating sex education as future administrators • District administrators can support parents and teachers by allowing stakeholders (parents, community leaders, and teachers) to develop community norms by which sex education materials can be evaluated.  Teacher can use these norms as guidelines as they face challenging questions by students. • District's should provide adequate time and training for the staff members charged with providing sex education on an on going basis. • Teachers must familiarize themselves with their district's adopted materials, regardless if the district provides them with professional development supporting this activity. 

44. Suggestions for negotiating sex education as future teachers • Teachers should adhere to the district's adopted materials and refrain from "adding on" with additional materials. • Teachers with concerns about the appropriateness of the materials, or their ability to deliver the instruction must speak to the administrator.  While the administrator may not be able to excuse the teacher from their duty to provide the instruction, he or she may be able to provide additional supports such as adding a second teacher to co-teach, or allowing a school nurse to field any student questions. • Teachers could add values clarification curriculum aside from FLASH to start the discussion of what students believe. 

45. Suggestions for negotiating sex education as future teachers (cont'd) • Teachers could involve peer mentors. • Teaching older students to be confident about and comfortable with speaking about sexuality sets a great example for younger students. • Through adequate training, peer mentors become a resource for students throughout the year, even after the unit is over in the curriculum. • Students may be more willing to ask difficult questions of a peer than a faculty member. • Peer mentors have an inside view into the scope and tone of sexual activity of a school and can therefore serve as a liaison between students and faculty or health professionals.

46. Suggestions for negotiating sex education as future teachers (cont'd) • Teachers could involve professionals • Inviting professionals from the health industry to speak on the subject of sexual education can offer students a perspective with more accurate and researched medical data. • Often talking with a medical or health professional helps bring gravity and reality to an issue. • Students may be more willing to ask difficult questions of a professional than their regular faculty member. • Teachers could involve parents and families  • Offering parents a chance to review curriculum materials can prevent future complications and questions. • Allowing parents to have their child "opt out" of the program allows them to control their child's sexual messaging.

47. Suggestions for negotiating sex education as future teachers (cont'd) Teachers should use resources available to educate themselves on the subject. • Teachers can reference the resource page for HIV and Sexual Health Education on the OSPI website:http://www.k12.wa.us/HIVSexualhealth/Resources.aspx • This page contains resources and tools on the Healthy Youth Act and HIV/AIDS Prevention Education, as well as links and resources that are common to both areas.  The Frequently Asked Questions link is especially helpful in answering common educator concerns like: • How can schools determine if their sexual health curriculum is consistent with the 2005 guidelines? • How and when do schools have to provide instruction on abstinence and other methods of preventing unintended pregnancy and sexually transmitted diseases? • Do schools have to use a specific curriculum?

48. Suggestions for negotiating sex education as future teachers (cont'd) • For more information regarding sexuality education programs in Washington Schools, teachers can contact Suzanne Hidde, HIV and Sexual Health Education Program Supervisor, at (360) 725-6364, Suzanne.Hidde@k12.wa.us, or TTY (360) 664-3631. • The FLASH curriculum’s website is also very informative and helpful for providing information to families, including a template letter for teachers to use to parents and guardians introducing FLASH, and details on how to obtain a waiver in order to excuse a child from the unit.  Parents and teachers may also view all the lessons in the FLASH curriculum from the FLASH website at: http://www.kingcounty.gov/healthservices/health/personal/famplan/educators/FLASH.aspx  2.   Including families is an important part of a successful sex education program. Two of the frequently asked questions on the HYA resource page were: ·         Can parents review sexual health education materials? ·         Can students be excused from sexuality education instruction?

49. Suggestions for negotiating sex education as counselors • Support teachers and students! • Team with teachers by adding to discussions of personal safety, socials, emotional, and physical maturation, sexual identity, orientation, and sexual harassment.  • Make yourself available to meet with students who may have personal questions not addressed by the curriculum.  • Seek to connect with parents. • Parents need to be supported, valued, and educated to contribute to the healthy sexual development of their children (Baldwin & Bauer, 1994).

50. References Baldwin, C. (1994). Teaching sexuality: Schools supporting families as primary sex educators. Journal Of Humanistic Education & Development, 32(4), 162. (2007). "Birth Control." Patient Education Pamphlet.  Washington, DC: American College of Obstetricians and Gynecologists. Bryant, M. (n.d.).  Health class lesson comes under fire from parents. Title of newspaper unknown, p. unknown. F.L.A.S.H website http://www.kingcounty.gov/healthservices/health/personal/famplan/educators/FLASH.aspx GuttmacherInstitute. (2012). "Facts on American Teens’ Sources of Information About Sex.“ PDF. Retrieved from: http://www.guttmacher.org/pubs/FB-Teen-Sex-   Ed.html#.T0lzvA0QOA8.email http://www.kingcounty.gov/healthservices/health/personal/famplan/educators/questions.aspx Landry, D., Singy, S. and Darroch, J. (2000.) Sexuality Education in Fifth and Sixth Grades in U.S. Public Schools. Family Planning Perspectives, 32(5): 212-219. Masland, M. (2012).  Carnal Knowledge: The sex ed debate.  BEYOND the birds & the bees, msnbc.com.  Retrieved from http://www.msnbc.msn.com/id/3071001/ns/health-childrens_health/t/carnal-knowledge-sex-ed-debate/ Masland, M. (2012).  Carnal knowledge: The sex ed debate.  BEYOND the birds & the bees, msnbc.com.  Retrieved from http://www.msnbc.msn.com/id/3071001/ns/health-childrens_health/t/carnal-knowledge-sex-ed-debate/ Miller, M., & Weiser, D. (2010).  Barack Obama vs Bristol Palin:  why the President's sex education policy wins. Contemporary Justice Review, 13, 411-424. Monroe School District. (April 17, 2006 ).  Human Growth and Sexuality Curriculum and AIDS Education  (Policy 4280).   Monroe, Washington.  Retrieved from http://www.monroe.wednet.edu/PAGES/policies.html?pnl=1_4Medically accurate sexual health education — Curricula — Participation excused — Parental review. Editorial:  (2010, March).  New Studies Renew Sex Education Debate.  District Administration.  Retrieved from http://www.districtadministration.com/article/new-studies-renew-sex-education-debate Nord, W., Haynes, C. (1998).Taking religion seriously across the curriculum. ASCD. OSPI - http://www.k12.wa.us/HIVSexualhealth/Resources.aspx Peters, A.  (January, 2007). Sex Education in Washington Public Schools; Are students   learning what they need to know?  Healthy Youth Alliance www.healthyyouthalliance.org.  Editorial: (n.d.). Sex Education. Encyclopedia of Children and Childhood in History and Society.Retrieved from http://www.faqs.org/childhood/Re-So/Sex-Education html   RCW 28A.300.475. Medically accurate sexual health education- curricula- participation excused- parental review. Retrieved from http://apps.leg.wa.gov/rcw/default.aspx?cite=28A.300.475